Social anthropologist Jean Lave and computer scientist Etienne
Wenger's seminal Situated Learning helped change the fields of
cognitive science and pedagogy by approaching learning from a novel
angle. Traditionally, theories of learning and education had
focused on processes of cognition - the mental processes of
knowledge formation that occur within an individual. Lave and
Wenger chose to look at learning not as an individual process, but
a social one. As so often with the creative thinking process, a
small, simple shift in emphasis was all that was required to show
things in an entirely different light. What Situated Learning
illustrated - and emphasized - was that learning is dependent on
its social situation. Even though the most effective way to learn
is through interaction with experts and peers in a community
organized around a common interest, the traditional cognitive
learning model failed to account for the way in which learners
interact with their 'community of practice.' The new hypothesis
that Lave and Wenger developed was that learning can be seen as a
continuously evolving set of relationships situated within a social
context. This allowed Lave and Wenger to place discussions of
apprenticeship and workplace learning on a new footing - and led in
turn to the book's impressive impact in business and management
scholarship.
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